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Interventions to promote the development of motor performance skills in primary school aged children with autism spectrum disorder: a systematic review and meta-analysis of controlled trials

2022Journal article Open access
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dc.contributor.authorSortwell, Andrew
dc.contributor.authorForte, Pedro
dc.contributor.authorRamirez-Campillo, Rodrigo
dc.contributor.authorTrimble, Kevin
dc.contributor.authorSteel, Kylie
dc.contributor.authorO’Brien, Kate
dc.contributor.authorNeiva, Henrique P.
dc.contributor.authorMarinho, D.A.
dc.contributor.authorFerraz, Ricardo
dc.date.accessioned2024-01-30T10:18:26Z
dc.date.available2024-01-30T10:18:26Z
dc.date.issued2022
dc.description.abstractBackground: The development of proficiency in motor performance skills (MPS) builds the foundation for the complex movement skills required to participate in a range of sports and physical activities throughout the lifespan. Objective: To assess the efficacy of different intervention approaches on developing MPS proficiency in children with autism spectrum disorder (ASD) and examine the intervention factors that influence change. Method: Searches were completed in three databases (PubMed/MEDLINE, Scopus, Web of Science) up to March 2022. Only randomised controlled trials (RCTs) or controlled trials (CTs), that evaluated the effectiveness of interventions on overall MPS proficiency or specific MPS such as balance, running speed and agility, bilateral coordination, jumping, ball skills and push-ups in children (4–13 years old) were included. The DerSimonian and Laird random-effects model was used to compute the meta-analyses. The effect sizes were reported as Hedges’ g. Using a random-effects model, potential sources of heterogeneity were identified, including subgroup analyses (type of intervention), and single training factor analysis (total number of weeks, session frequency, total intervention time, total number of training sessions). In addition, a multivariate meta-regression calculation was performed for balance. The GRADE framework was applied to assess certainty of evidence. Results: Seventeen interventions (13 RCTs and 4 CTs) revealed significant differences among groups favouring the intervention group with moderate to very large effects. Significant (p < 0.05) small-to-large effects of interventions were evident on overall motor performance skills (ES = 2.43), ball skills (ES = 2.95), jumping (ES = 1.89), bilateral coordination (ES = 2.21), push-ups (ES = 1.92), balance (ES = 1.56), running speed and agility (ES = 1.31). Multivariate meta-regression for balance revealed that total sessions, total intervention time and session frequency predicted (p = 0.009, p<0.001, p = 0.036, respectively) the effects of interventions on change in balance performance. Conclusion: Structured interventions that explicitly teach traditional FMS or promote the development and learning of movement skills specifically associated with a type of physical activity or sport, effectively improve MPS in children with ASD. Education settings should implement ‘planned’ movement experiences or interventions as a strategy to promote MPS proficiency in children with ASD.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationSortwell, Andrew; Forte, Pedro; Ramirez-Campillo, Rodrigo; Trimble, Kevin; Steel, Kylie; O’Brien, Kate; Neiva, Henrique P.; Marinho, Daniel A.; Ferraz, Ricardo (2022). Interventions to promote the development of motor performance skills in primary school aged children with autism spectrum disorder: a systematic review and meta-analysis of controlled trials. International Journal of Kinesiology and Sports Science. eISSN 2202-946X. 10:4, p. 34-54pt_PT
dc.identifier.doi10.7575/aiac.ijkss.v.10n.4p.34pt_PT
dc.identifier.eissn2202-946X
dc.identifier.urihttp://hdl.handle.net/10198/29388
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherAustralian International Academic Centrept_PT
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/pt_PT
dc.subjectEducationpt_PT
dc.subjectExercisept_PT
dc.subjectInterventionpt_PT
dc.subjectLearningpt_PT
dc.subjectPhysical educationpt_PT
dc.subjectPhysical literacypt_PT
dc.titleInterventions to promote the development of motor performance skills in primary school aged children with autism spectrum disorder: a systematic review and meta-analysis of controlled trialspt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage54pt_PT
oaire.citation.issue4pt_PT
oaire.citation.startPage34pt_PT
oaire.citation.titleInternational Journal of Kinesiology and Sports Sciencept_PT
oaire.citation.volume10pt_PT
person.familyNameForte
person.givenNamePedro
person.identifier.ciencia-id351B-B16B-79C7
person.identifier.orcid0000-0003-0184-6780
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublication3ecc6d1b-07a4-40d7-81f4-df6fd7b3d5b0
relation.isAuthorOfPublication.latestForDiscovery3ecc6d1b-07a4-40d7-81f4-df6fd7b3d5b0

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